The document discusses challenges in 21st century classroom management. It notes that students may misbehave by being late, leaving early, talking inappropriately or sleeping in class. Teachers also struggle with controlling mobile phone use and enforcing dress codes. The document explores possible reasons for student misbehavior and emphasizes the importance of effective classroom management for students to learn and teachers to teach. It provides principles for achieving, sustaining and sharing excellence in classroom management.

1. 21 st Century
Classroom Management
Today’s teachers, belong to
the most promising
generation in the history of the world.
1 09-11-2014

2. Are you ready to take a unique trip to
the shores of success tides of 21st
Century classroom?
2 09-11-2014

3. The reality of 21 st century classroom life
 Students may be late for class, leave early, talk
inappropriately, or sleep during class.
 Recently faculty have reported more threatening
behaviours, physical or verbal attacks.
 All faculties are confronted with students who
engage in behaviours that are disruptive to the
educational process.
 Teachers unable to control mobile phone in class:
check mobile phones, uniform, shoes, tie, belt and
hair style
 Teachers are not taking job seriously
3 09-11-2014

4. 4 09-11-2014

5. Why students are misbehaving?
 Could this misbehaviour
be a result of
inappropriate curriculum
or teaching strategies?
 Could this misbehaviour
be a result of the
student's inability to
understand the concepts
being taught?
 If teachers do not have the
ability to convey their
knowledge and passion to
pupils, their academic
brilliance is not going to
5 do pupils any good09.-’11-2014

7. An idea whose time has come
 The art of teaching rapidly becoming the science
of teaching
 30 years ago teaching had not been studied in
systematically in scientific manner.
 It doesn’t mean the teaching was not effective or
taught in systematic manner.
 Teachers can, and do, change lives. They can
light candles in the darkest mind.
7 09-11-2014

8. No teacher is perfect. We all make mistakes
 There is and there can be no teaching
where the attention of the scholar is not
secured. The teacher who fails to get the
attention of his scholars, fails totally
 Willingness of the teacher to accept
responsibility for classroom control
 Insight - teacher spends time with
problem students individually, getting to
know them personally, attempting to
instruct and inform them
 Do not hit or hurt others. Be polite and
helpful.
Good classroom management results in the
students can learn and the teacher can teach
8 09-11-2014

9. Teachers boil at different
degrees and students
melt at different
temperatures
 Once you realize that your students will like you
more when you are tough and fair with them, you'll
be on the right track.
 They want to bring the best out in their students.
TOUGH TIMES NEVER LAST,
TOUGH PEOPLE DO
9 9/11/2014 09-11-2014

10. Only knows the
language of
Business
A philosopher proud of his
knowledge hired an illiterate to ferry
him across a wide river; While
crossing the turbulent river, the
philosopher, unable to restrain his
tongue, constantly lectured to the
boatman about the nature of
existence. ‘Have you never studied
grammar?’ asked the philosopher.
‘No,’ said the boatman. In that
case, half your life has been wasted.
The boatman said nothing.
 Soon a terrible storm blew up. The
boat was tosses about by the wind.
‘Have you ever learned to swim?
Asked the boatman. ‘No,’ said the
philosopher. ‘In that case, sir, all
your life is lost, because the boat is
sinking.’

11. All the great men throughout history, had
one main thing in common. They failed, and
they failed often.
3 reasons why failure is the key to success
1. Success Lies in Seeing Failure as a Tool: Success is about learning
how to recognize why you failed, and how you’re going to
compensate for it. Remember, failure is an opportunity, not a burden.
2. Failure Builds Character: If you look at the events leading up to any
significant victory, you’ll often discover failure as the biggest
motivator. So what do you need to consistently test yourself and learn
from failed attempts? While each success will propel you by a small
amount, failure will build your career – and your personality .
3. Failure is a Function of Trying: The best way to measure your
progress at something is the number of setbacks and “failures” you’ve
had. Failure is the blacksmith’s hammer that tempers the sword of
success.
“Failure is the opportunity to begin again, more
intelligently.”

12.  What we are today is a result of our
earlier environment 5, 10, 20 years
ago and today’s environment will
decide what you will be
20 years from now.
key to the carpenter

13. Time for a rethink! Reimaging and
Restructure. And to introducing
something new.
What can I do to keep them going?
How can I help my students to get
started
“A teacher who is
attempting to teach
without inspiring the pupil
with a desire to learn is
hammering cold iron.”

14. BE YOURSELF keep distance
 There is something you can do
better than other, remember
ordinary and extraordinary is
“that little extra.”
 Physical position: ability to see all students
 Teacher movement: move around the room
 Group focus: keep students involve
14 09-11-2014

15. Uncertainty
Exposure to uncertainty
PLUGGED IN
A man jumps from a sixty story scraps. There would be no
uncertainty if the man were to jump off the building
without a parachute, his chance of survival would be zero.
However If the man were to jump with a parachute, then
there would be some degree of uncertainty about whether
the man would live or die. The jumper faces risk because
he is personally exposed to the uncertainty of the
parachute failing to open.
Suppose you are watching this event as a bystander from
the pavement below this tall building. Are you facing any
risk even if there is uncertainty in this event? The answer
is No. because you are not personally exposed- unless the
jumper is your relative, or has borrowed money from you,
or you have a coffee shop on the pavement where he may
crash land.

16. A CLASSROOM JOURNEY IN THREE STAGES
Achieving excellence
Sustaining excellence
Sharing excellence
16 09-11-2014

17. Unless we change direction, we are
unlikely to achieve the best possible
outcome from education
BUILD UP
Classroom management has been cited as
one of the most serious obstacles in
promoting effective teaching.
17 09-11-2014

18. ACHIEVING EXCELLENCE
• Having vision, values and
high expectations
• Attracting, Assuring the
quality of teaching and
developing students
• Establishing disciplined
learning and Providing a
relevant and attractive
curriculum
• Assessment, case study
and target-setting
• Taking each students as
9/11/2014 individual achievement
18 09-11-2014

19. Principles
of the
Eagle
Eagles fly alone at high altitude with
eagles only. No other bird can go to the
height of the eagle.
Eagles have strong vision, the ability to
focus on something up to five
kilometers away. No matter what the
obstacle, the eagle will not move his
focus from the prey until he grabs it.
Eagles do not eat dead things. They
feed only on fresh prey. Clear of
outdated and old information.
Eagles love the storm. When clouds
gather, the eagles get excited. The eagle
uses the storm's winds to lift it higher.
This gives the eagle an opportunity to
glide and rest its wings.

20. commitment When a female eagle meets a
male and they want to mate, she
flies down to earth with the male
and picks a twig. She flies back
into the air with the male
pursuing her. At height high
enough, fall the twig to the
ground and watches it as it falls.
The male chases after the twig.
He has to catch it before it falls
to the ground. This goes on for
hours, with the height increasing
until the female eagle is assured
that the male eagle has mastered
the art of catching the twig which
shows commitment.

21. Eagle builds her nest far above the
tops of the trees in the cliffs, where
no man or animal can reach her
young. When they are ready to learn
fly push them from the edge of the
rocks to make them fly as Struggle is
the strength

22. Hive
Sprit
 In size the man is about a hundred million
times than the bee, but in intelligence the
bee is about a hundred million times
larger than man.
 The basic design of the honeycomb is an
complicated hexagonal structure that
slopes at a precise angle of 130
horizontal. It is an act of sophisticated
civil engineering that prevents honey from
running out of the hive. Bees also
demonstrate the air-conditioning
mechanism implicit in natural intelligence
by crowding this mass is held constant
temperature 35 degree Celsius, which is
necessary for the secretion of wax.
 Believe the purpose of life is to serve. We
come from nothing, after we die, there is
nothing.

23. Educators on Student Motivation
Intrinsic and Extrinsic Motivation
 Intrinsic: with in student-feeling
of competence ,
curiosity etc.
 Extrinsic: from teacher –
words of praise, rewards
etc.
Engage , inspire and
involved your
students

24. Can we make class smart? Potential
Are we making class smart? Duty
Have we made class l smart? Performance
Could we make class smart? Commitment
 First makes student smart
 then can be class smart
 Every generation needs a new introduction to
a discipline. Pupils come with diverse
experiences and expectations
 The greatest sign of teacher’s success – the
students are working even he/she is not
inside the class.
24 9/0191-/121-0210414

25. A great teacher will make his child what
he can be rather than what he is. it takes
an entire village to raise a child.
 To get best we should provide the best
SHARPEN YOUR AXE

26. Global education model founded upon
Values are the spiritual qualities, virtues and values that we nurture
in our children.
Global Understanding is about creating a love for the other human
beings and all things living, helping children recognize the
preciousness of life and taking them beyond the narrow confines of
caste, religion, country and colour.
Excellence in All Things : is teaching children to do their best
always and strive for perfection and beauty, and recognise the
potential of every child in a class to become a successful member of
a family, society and the world.
Service to Humanity
Global Understanding
Global
Education
Model
Values
Excellence
in All
Things
Service to
Humanity
26 9/0191-1/12-0201144

27. Quality education and best service
should be delivered by everyone.
 It is the burning desire for the student to be
counted in class.
 We have to earn reputation for which keep in
mind you are Treating people not things
 All children can learn, but not all in the same
way.
9/11/2014
27

28. Consistent high quality teaching is the
important factor driving the performance of
pupils
Student performance
Student with low-performing
teacher**
37th percentile
Student with high-performing
teacher*
90th percentile
100th percentile
50th percentile
0th percentile
Age 8 Age 11
Two students with
same performance
Age 8 Age 11
28 9/0191-1/12-0201144

29. Consistent quality of professional
development is the most important factor
driving the performance of teachers
Student performance
low quality
professional learning
90th percentile?
37th percentile?
Ineffective
teacher
high quality
professional learning
Great teacher
100th percentile
50th percentile
0th percentile
Age 8 Age 11
Two teachers with
same performance
Year 0 Year +3
9/11/2014
29 09-11-2014

30. Changes in higher education
The 100,000 student
classroom
Online Teacher
Learning and Teaching has Changed!
What will you do as an
educator?
Let’s Explore
What employers want in a graduate
“Using technology successfully in the classroom
is a mindset, not a skill set.”
30 09-11-2014

31. Who owns the learning?
31 09-11-2014

32. 32 09-11-2014

33. Which type of teacher will you be?
9/11/2014
33 09-11-2014

34. 34 09-11-2014

35. dksf’k’k djus okys dh dHkh gkj ugh gksrh
 ygjksa ls Mjdj ukSdk ikj ugh gksrhA
 dksf’k’k djusaokysa dh dHkh gkj ugha gksrhAA
 uUgh phaVh tc nkuk ysdj p<+rh gSaA
 p<+rh nhokjksa ij lkS ckj fQlyrh gSA
 eudk foÜokl jxks esa lkgl Hkjrk gSA
 p<dj fxjuk fxjdj p<+uk u v[kjrk gSA
 esgur mldh csdkj gj ckj ugh gksrhA
 dksf’k’k djus okys dh dHkh gkj ugh gksrhAA

36. • Mqcfd;ka fla/kqesa xksrk[kksj yxrk gSaA
• Tkk tk dj [kkyhgkFk ykSV vkrk gSA
• feyrs u lgt gh eksrh xgjsa ikuh esaA
• c<+rk nwuk foÜokl bl gSjkuh esaA
• eqðh mldh [kkyh gjckj ugh gksrh]
• dksf’k’k djuaasokys dh dHkhgkj ugha gksrhAA
• vlQyrk ,d pqukSrh gSa fLodkj djksA
• D;k deh jg x;h ns[kks vkSj lq/kkj djksA
• tc rd u lQy gks uhan pSu dh R;kxks rqeA
• la?k"kksaZdk eSnku NksM er Hkkxksa rqeA
• dqN fd;s fcuk gh t;t;dkj ugh gksrhA
• dksf’k’k djusaokys dh dHkh gkj ugh gksrhAA

37. Join me on: www.linkedin.com and
www.facebook.com
Visit: www.subhashjain.com
email your feedback :
subhashedu@yahoo.co.in
37 09-11-2014